饭店英语说课课稿

饭店英语说课课稿（5篇）

1.饭店英语说课课稿 篇一

今年1月6日，中共中央总书记胡锦涛同志在中央纪律检查委员会第六次全体会议的讲话中强调，要紧密联系建设中国特色社会主义的丰富实践，紧密联系党的建设特别是党风廉政建设和反腐败工作的现实需要，认真学习党章，自觉遵守党章，切实贯彻党章，坚决维护党章，努力促进党的执政能力建设和先进性建设，不断解决好提高党的领导水平和执政水平、提高拒腐防变和抵御风险能力两大历史性课题，更好地团结带领全国各族人民为全面建设小康社会、加快推进社会主义现代化而努力奋斗。这个讲话后，“学习党章遵守党章贯彻党章维护党章”的号召传遍了全国，全国各地也都热情响应、积极行动起来。

一、十三大到十五大对党章的重要修改

2.十四大对党章总纲和条文分别所作的部分修改共有14个方面。

根据这一指导思想，在修改中突出了建设有中国特色社会主义的理论和党的基本路线，并将其贯穿于党章全文。按照基本路线的要求，对部分条文的内容作了修改、调整和充实。其中，比较重要的修改是：在总纲中，针对当时世界社会主义运动在发展中的变化和曲折，明确指出社会主义在发展过程中会有曲折和反复，但是社会主义必然代替资本主义是社会历史发展不可逆转的总趋势，社会主义必将逐步取得胜利。增写了关于党的十一届三中全会以来历史进程的表述，鲜明地肯定了建设有中国特色社会主义理论的历史地位和重要作用。增写了我国社会主义初级阶段的基本问题。增写了党的基本路线的内容。充实了社会主义精神文明建设的内容。对民主法制建设的内容作了补充。部分改写了党对国际事务的基本立场。对党的建设和党的领导提出了新的要求。删去了有关顾问委员会设置和工作任务的条文。适当调整了党的地方组织和基层组织的任期。进一步明确了党的基层组织的职责。对党的纪律和纪律检查机关的工作程序作了个别改动。十四大党章修正案规定：“在中央和地方国家机关、人民团体、经济组织、文化组织和其他非党组织的领导机关中，可以成立党组。

3.十五大对党章的修改，集中在一个重大问题上，即在党章中明确规定，把邓小平理论确立为党的指导思想。修改后的党章总纲规定：“中国共产党以马克思列宁主义、毛泽东思想、邓小平理论作为自己的行动指南。”修改后的党章条文规定，党员和党的干部要认真学习马克思列宁主义、毛泽东思想、邓小平理论。

从十二大到十五大，对党章的修改过程，是适应形势和任务的发展变化，坚持开拓创新、与时俱进的过程，是研究新情况、解决新问题、总结新经验，探索执政党建设规律的过程。

2.英语说课稿示范 篇二

Good morning, ladies and gentlemen，I’m very glad to have this opportunity to report my teaching idea. My name is Shao Hongyan, I’m No 12 .Today, I’ ll say something about the first lesson of unit 7 in b.Now please let me get down to my topic talk. It’s made up of 4 parts.

Part one: On teaching material

The type of this lesson is story and words. According to the English teaching syllabus for primary students to made the teaching aims, the key points and difficult points.

Teaching aims:

1.Let the students read and understand the dialogue.

2.Improve the students’ ability of reading comprehension and communication.

3.How to further develop the students’ speaking and listening skills by discussing or learning the dialogue.

The key points:

1.Let the students have a better understanding of the dialogue.

2.Improve the students’ ability of reading comprehension and communication.

The difficult points:

How to further develop the students’ speaking and listening skills by discussing or learning the dialogue.

Part two: On teaching methods

1.Make the students real masters while the teacher himself acts as director. In class, the teachers are required to give lessons in English, the time shouldn’t exceed one-third of whole class. Most of time is devoted speaking and listening activities. The teachers’ main task is to create an atmosphere of speaking and listening activities.

2.At the same time I’ll try to enlighten the students, In the course of teaching. I’ll try to adopt the student-center teaching style getting the students to find.

3.In my class, I will encourage my students like this: very good/well down and so on.

Part three: On teaching preparation

Recorder tape pictures CAI

Part four: On teaching steps. I’ll finish this lesson in five steps, now, I will mainly talk about this part.

Step1: Warm up

1.Sing an English song. This step is to be from a better situation for the Ss’ by singing, They will come into the real English environment.

2.Free talk. Not only review the old knowledge but also make class become active.

Step2: Presentation

This course is very important. I’ll mainly talk about this step.

1. Show the pictures to the students to learn the words‘ pig/farm/cow/duck/chicken/apple/pear/orange ’ in the CAI.

2. Write down the words “ pig/farm/cow/duck/chicken/apple/pear/orange ” on the blackboard. Ask the students listen to me, then read and spell it, pay attention to the pronunciation.

3.Show some pictures about ‘ pigs/farms/cows/ducks/chickens/apples/pears/oranges ’，ask somebody to say and put the picture in the right place on the blackboard. Teach the sentence ‘What are these/those? They are …’（ This step is not to present new words one by one. Just with the help of the CAI and the pictures. It can provide a real situation to understand the meaning of these words. and to arouse the students’ interesting in English learning. A completion can encourage them to try by themselves and improve their ability of learning.）

Step3: Practice

1.Play a game (low and loud).I will ask student go ahead the classroom. Then, I put a card in somebody’s desk, I ask the student come in classroom and find the cards. If he/she near the card ,the other students read the new on the picture loudly. When the student go away the picture,other students read low.

2.Work in pairs

Ask them to make a dialogue with their partners, They can speak to several classmates. who they want to co-operate with, so they can walk freely in the class. This part is very important of the lesson, The student’s abilities of speaking and communication will be trained .

Step4 Story time

1.Show the farm’ s picture and listen to the tape.

2.Listen to the dialogue and answer the question.

3.Watch cartoon and read the dialogue.

4.Read the dialogue freely and act.

This part use the CAI to set a real surrounding and encourage the students to communicate with the others. They can say loudly and freely. They will feel happy and successful, during this part, By the way the students will understand the meaning of the structure better and master the knowledge quickly.

Step5 Consolidation

1.Work in pairs.

2.Write a new dialogue.

The CAI show knowledge about we learnt, Let the students make a similar sentence like this. During this part, the students can think and say themselves, they will be glad to use the knowledge, they have learnt and be well trained.

Step5 Homework

1.Read after the tape.

2.Make a new dialogue.

I think the homework is so important that the students should speak English as much as they can in class or after class.

Blackboard design

Unit 7 On the farm

What are these/those?

apples

They are  pigs

pears

3.高一英语说课稿优秀 篇三

1、材的地位和内容

该课文John Snow Defeats King Cholera 是人教版高中英语必修5第一单元的一篇文章，这是一篇阅读课。文章介绍了有名医生John Snow 是如何通过考察、分析和探究的科学方法，发现并控制“霍乱”这种传染疾病的。通过学习这篇课文，使学生感悟到科学家的周密观察、勇于探索、认真分析的科学精神，使学生了解到科学发现的全过程具有其科学的严密性。该课文出现了英语重要语法知识--过去分词的用法。

2、教学目标

根据该教材的特点以及高中英语课程标准，我拟定下列教学目标

1) 语言知识目标

词汇：defeat attend e_pose cure outbreak control absorb severe valuable strict pump 等

语法：过去分词作定语和表语

2) 语言技能目标

练习并培养学生的听、说、读和写的能力，侧重培养和提高学生的阅读理解能力

3) 情感目标

培养学生的科学探索精神，培养学生科学人文精神相融合的素养

4) 学习策略目标

学生通过阅读理解、互动交流以及完成任务过程中进行有效地自我调控，通过各种途径获取相关信息，并运用有效教学资源

5) 文化意识目标

3、学重点和难点

重点：理解所读课文;把握过去分词的用法

难点：利用所学词汇、句型，围绕主题进行叙述

二、说教法

根据高中英语课程标准，根据“整体语言教学”的理论和实践，以及当前教学改革的新理念，为达成上述的教学目标，运用“任务型”英语教学法。在实际的教学活动中，充分体现教师在教学活动中的主导、组织和监控的作用。充分发挥学生在教学活动中的主观能动性。以学生为中心，开展自主性学习活动，促使学生通过探究、独立思考以及合作学习的方式，完成学习任务。优化学生的学习方式，提高课堂学习效果，采用“讨论学习法”。通过互动的学习方式，培养学生的合作学习精神。

三、说教学设计

根据课文内容的特点，根据高中英语课程标准的要求，为实现该课的教学目标，以提高学生阅读理解能力为重点，加强学生听说读写综合能力，我设计以下教学步骤

Task 1

为导入教学环节，是学生进入阅读材料和完成各项教学任务的热身活动。通过这个活动，激发学生学习动机，调动其主观能动性。具体作法如下：让学生说出自己熟知的科学家姓名、其发明、工作、生活的情况。完成此任务将使学生学到知识、尝到乐趣、获得聪明、受到鼓舞。

T: Name some famous scientists you know and tell something about them.

S: Charles Darwin---He was British. He wrote the Origin of Species.

S: Thomas Edison---He was an American inventor. He invented electric light bulb.

S: Stephen Hawking---He is a British. He studied black holes of space.

Task 2

呈现教学材料，设计学习任务，要求学生按时完成学习任务。练习学生阅读方法，利用Scanning阅读法，阅读课文，学生通过自主学习的方式，通过探究，独立思考，观察和分析，浏览课文，寻找相关信息，在下表填写，并口头叙述。达到听说读写综合能力练习的目的。

Task 3

再读课文，完成以下判定正误题。要求学生对读到的信息进行理解和整理，通过讨论的学习方式，在学生语言交流的互动过程中，重组信息，作出判定。从而提高学生学会分析问题、处理问题和解决问题的能力。

Task 4

课后作业。要求学生查阅有关霍乱知识的文章，向医生了解什么是霍乱，人类感染后回出现什么症状。并说出还有哪些传染病。

教学反思：整个教学过程均以任务型教学法贯穿。任务的设计都以教材的特点作为重要依据，同时考虑到学生的认知规律。任务的编排依照了从简入繁，从浅入深，从易到难的原则。符合学生实际，符合教学实际，符合认知规律。学生通过完成教学任务的同时，自然而然地习得了语言知识，培养和形成了语言技能，提高了阅读理解能力。而且，通过对文章的理解，加强了对学生品格情操的培养。同时，提高学生自我完成任务的能力和策略。学生在讨论学习和合作学习中形成用英语获取信息、处理信息、分析问题和解决问题的能力。

4.高中英语说课稿范例 篇四

I Teaching Aims:

1.To develop Ss’ basic skills of listening, speaking, reading and writing.Reading is the focus in this lesson.Reading skills for Ss include(predicting, skimming, scanning and digesting.)

2.To encourage Ss to practice, participate, and co-operate in the classroom activities.3.To get Ss to know something about English varieties, and have a better understanding of the importance of how to use a particular type of English variety.As for teaching approaches, I think the best choice would be task-based one.II Teaching Approaches

Communicative approach and Computer-Assisted Instruction are to be used in the course of this lesson.And I will try my best to limit TTT, that is, limit Teacher Talking Time and increase STT(Student Talking Time).So during this lesson, emphases are to be laid on:

1.Student-centered teaching

2.Task-based learning

3.Activity-based teaching(individual work;pair work;group work;class work)III Teaching Aids:

1.a projector

2.a multi-media computer system

They are for showing Ss some pictures, some audio files, some visual files, some topics or reading tasks.IV Teaching Procedure

Step 1 Warming-up & lead-in

Activity 1 Free talks(class work)

I will invite Ss to answer the following Qs.Q1: Do you know there is more than one kind of English?

Q2: Can you understand the different kinds of English that people are using?

Q3: If so, why? If not, why?

…

Activity 2 Picture-talking(individual work)

I will show some pictures(a football, an eraser, a flat and a lift on the screen.)on the screen.Guiding Qs may be:

T: What’s this?(Point to the football.)

S: It’s a football.T: Yes.An Englishman usually calls it a football.But what do Americans usually call it? S: a soccer.T: What about this one?(Point to the eraser.)…

T: Well, as we know, there is more than one kind of English in the word.They are different from one another in some ways.Why has English changed over time? What will world English be in

the future? Do you know? Well, today, the passage “The Road To Modern English” will tell us.Now please open your books and turn to page 9.Goal: To lead up to the topic, get Ss to warm up and arouse their interest in the topic.Step 2 Pre-reading

Activity1 Look and guess(class work)

In this activity, Ss are required to look at the title/subtitle and guess what they will read.Activity2 Brain-storming(class work)

In this activity, Ss are encouraged to think of as many words as possible to describe the phenomenon of English varieties.Goal: To develop Ss’ reading skill---predicting and present some new words in the passage such as subway, elevator, petrol, gas, official, voyage, conquer, native, come up, apartment, actually, base, at present, gradually,vocabulary, make use of, latter, identity，fluently, frequently, usage, command …

Step 3 Reading Activity 1 Skimming(class work)

Ss are required to go through the whole passage quickly to get the general idea and pay special attention to the first or last Para of the article(or the first sentence or the last sentence of each Para.)

Goal: To develop Ss’ reading skill---skimming, that is, how can we get the general idea of a passage as quickly as possible.Activity 2 Scanning(group work)

Encourage Ss to read the passage again, exchange their understanding of the passage with their group members and work together to fill in the following form:

Title

Part/Para.Main idea

Detailed informationa.topic sentences/introduction

b.examples/supporting ideas

c.conclusion

Goal: To develop Ss’ reading skill---scanning, that is, how to find out the clue of a story and motivate Ss to cooperate with each other.Activity 3 Report(class work)

Invite some group members to report their work to the whole class.Goal: To overcome Ss’ shyness and stimulate Ss to speak in public.Activity 4 Further understanding and word study(pair work)

Encourage Ss to discuss the following Qs in pairs(A PowerPoint will be used here to present some blank-filling exercises and multiple choices.)

It is not easy for a Chinese person to speak English as ___ as a ___ English speaker.One reason is that English has a large ___.It also has different usage in different English speaking countries.If you use “flat” instead of “___”, people in America will know you have learned British English.If you use the word “___”instead of “lift” in Britain, people will know you have studied American English.Q1: Which of the following statements is true or not true?

…

Goal: To help Ss to guess the meaning of certain unknown words and understand the passage exactly.Step 4 Post-reading

Activity1 Role-play(pair work)

Suppose one student is a British and the other is an American.Ss are encouraged to put themselves in the situation and make a face-to-face dialogue.Activity2 Discussion(Group work)

Topics may be : Q1: When did five to seven million people speak English? Q2: Why did English begin to be spoken in many other countries?

Q3: Which country may have the largest number of English learners?

…

Activity3 Retelling the story(group work)

Retell the history of English and tell the differences of ancient English and modern English, British English and American English.Goal: These post-reading activities are intended to develop Ss’ speaking and logical thinking.Step 5 Homework

Task 1 Write a summary of the passage(about 100 words)(Individual work)

Goal: To spur Ss to consolidate what they have learned.Task 2 Look up some more information about …(Individual work)

5.高中英语说课稿英文 篇五

Analyzing teaching material

The teaching methods

The studying methods

The teaching procedures

and while presenting these parts I will do the blackboard writing properly. Ok now I am going to start from the first part “Analyzing teaching material”

This unit is about It is made up of paragraphs.

The teaching aim of this lesson is to help students to understand and master the words, phrases and sentence patterns on the basis of understanding the text.

The ability aim is to improve the students’ organizing and using skills of English and to retell the whole text in their own words.

The emotional aim is to help students understand and to develop

students’ sense of cooperative learning.

Then the teaching key points is to help the students get a general idea of the whole

And the teaching difficult points is to make students use their own words to express

According to the analysis above, I’ll try my best to carry out the following theories

while dealing with this lesson:

To make students the real masters of the class while I just act as a director.

To combine the language structure with the language functions.

And to make students receive some moral education while they are learning language. In order to achieve my goal, I will use the following teaching methods:

The first teaching method I will use is communicative approach, since language is

used for communication. Communicative approach is learner-centered and emphasizes communication and real-life situations.

The second teaching method I would like to use is task-based approach. A task

resembles activities which our students or other people carry out in everyday life.

Learners should be given opportunities to reflect on what they have learned and how well they are doing.

The third teaching method I want to use is computer assisted language teaching.

Computer plays an important role to make the materials attractive. It can also help the learners to understand the language and then produce comprehensible output.

And in order to practice my teaching methods better, the following teaching aids will be used:

A projector, a tape recorder, multimedia and of course the blackboard.

And then, I would like to talk about the studying methods. As students are poor in

cooperative learning skill, many students are not active in English class, and even

some of them don’t like English. Therefore, I will have the students learn English in a much more relaxed atmosphere. The learning process of students is from seeing,

thinking, and speaking. So, to make the students get the knowledge actively,

cooperative learning and task-based learning will be used.

Next, I will talk about the teaching procedure. To train the students’ ability of listening, speaking, reading and writing, I have designed the following steps.

Step 1 Lead-in

At the very beginning of the class, I will make the students have a free talk about and then discuss the questions in pre-reading on page . The purpose of this step is to arouse the students’ learning interest. After a discussion about the questions,

the students will be eager to know something about and it’s the very time to naturally lead the class into

Step 2 Listening comprehensions

In this step, I will write several questions before listening to the text:

And then I will make the students answer the questions after listening to the tape. The purpose of this step is to train and improve the students’ listening ability .

Step 3 skimming and scanning

In this step, I will give the students two tasks . The first task is to get the general idea, the task is to develop the students’ reading skill by making prediction and to encourage the students to express their own thoughts in English. The second task is to get the main idea of each paragraph. I will divide the whole class into several groups to skim the whole text and get the main idea of each paragraph. The purpose of this task is to improve the students’ fast reading skill and cooperate with each other.And then guide Ss to read the material carefully and take some important notes, then answer the following questions in P.

Step 4 Retelling the passage

Language is learned by communicating. It’s my job to creat an atmosphere for students to use the language. The students discuss in their group and then choose a reporter to share to the whole class.

Step 7 Consolidation

In this activity, I will ask some students to read each paragraph, and then do the exercise following the text.

Step 8 make a summary

I will go through the important points and difficult points of this lesson with the students once again. And of course, the language points on the blackboard will be mentioned as well.

And now let’s move to the last step

Step 9 Homework

1. Read the passage as frequently as you can

2. Find out some words and sentences you think are beautiful and recite them.

Purpose of my design: Homework is so important and necessary for to master the knowledge they learned after class. It will check whether the Ss achieve the teaching aims.